{"id":15194,"date":"2024-05-14T11:03:03","date_gmt":"2024-05-14T18:03:03","guid":{"rendered":"https:\/\/scarfedigitalsandbox-teach-educ.sites.olt.ubc.ca\/?p=15194"},"modified":"2026-05-19T08:27:21","modified_gmt":"2026-05-19T15:27:21","slug":"decolonizing-indigenizing-practices","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/scarfesandbox\/2024\/05\/14\/decolonizing-indigenizing-practices\/","title":{"rendered":"Decolonizing and Indigenizing our Practices"},"content":{"rendered":"

Whether you are new to the profession or a seasoned professional, teachers in BC are called to consider how they might decolonize their practices and include Indigenous perspectives including the First Peoples Principles of Learning (FPPL) into their classrooms and schools. <\/span>\u00a0<\/span><\/p>\n

The Truth and Reconciliation Commission Calls to Action and the BC curriculum requires teachers to consider and incorporate Indigenous voice, issues, resources and perspectives in our teaching. Jo Chrona provides a <\/span>background of FPPL and Current Contexts<\/span><\/a> on her blog:<\/span><\/p>\n

\n

In 2006\/2007, The BC Ministry of Education partnered with the First Nations Education Steering Committee (FNESC) to create the English 12 First Peoples course. The development of this curriculum included significant input from Indigenous knowledge-keepers and educators from BC\u2026.to ensure that the course was able to authentically embody aspects of First Peoples\u2019 values around teaching and learning.\u00a0<\/span>\u00a0<\/span><\/p>\n<\/blockquote>\n

These voices were previously left out and systemically excluded from the current educational experience. Included in this process of course creation was the development of the FPPL so that First Peoples\u2019 experiences, values, beliefs, and lived realities could be more authentically reflected in the course. <\/span>\u00a0<\/span><\/p>\n

Since then, the BC Ministry of Education has made an increased commitment to including Indigenous perspectives in education. According to Chrona, the initial integration of First Peoples\u2019 content was first intended to support Indigenous learners \u201cas the province and country continues on the path toward Reconciliation.\u201d Now, more educators \u201care recognizing that the [FPPL] promote educational practices that are also powerfully effective for non-Indigenous learners\u2026. that is replacing the post-industrial model of education\u201d <\/span>; this is teaching that is \u201cmore responsive to the contexts and needs of learners, and the explicit inclusion of what are termed ‘Core Competencies’\u201d (<\/span>Chrona, 2024).<\/p>\n

In 2019, Standard 9 was added to the Professional Standards for Educators requiring K12 teachers to actively contribute to truth, reconciliation, and healing, acknowledging the history and contributions of First Nations, Inuit, and M\u00e9tis.<\/p>\n

As you begin your work, please consider on whose traditional lands or territories you reside (worldwide on https:\/\/native-land.ca\/https:\/\/native-land.ca\/<\/a> \"Map<\/p>\n